Voice Assistants in Action-oriented Mediation Practice

Table Of Contents

• Cover
• Halftitle Page
• Title Page
• Copyright Page
• Table of Contents
• List of figures and tables
• List of abbreviations
• Introduction
• Chapter 1 Developing foreign language learners’ communicative competence: Trends in European policies and practices
• 1.0 Outline
• 1.1 Communicative competence in language education
• 1.1.1 Theoretical and historical background of the communicative competence construct
• 1.1.1.1 Teaching traditions in the Pre-Method Era: From the Classical to Direct Method
• 1.1.1.2 The Age of Methods in FL education: From Audiolingual to Designer Methods
• 1.1.2 Evolution and legacy of the communicative competence construct
• 1.1.2.1 Models of communicative competence: Towards the CLT paradigm
• 1.1.2.2 From communicative to task-based language teaching
• 1.2 Action-oriented perspective on communicative competence in the Common European Framework of Reference for Languages
• 1.2.1 Introduction to the CEFR
• 1.2.1.1 Development and reception of the framework
• 1.2.1.2 Publication of the CEFR companion volume
• 1.2.2 Action orientation in FL learning
• 1.2.2.1 Basic assumptions of the action-oriented approach
• 1.2.2.2 Terminological problems in Polish
• 1.3 Conceptualising mediation in foreign language teaching
• 1.3.1 Presentation of the concept
• 1.3.1.1 Origins and definitions of mediation
• 1.3.1.2 Mediation in the 2001 CEFR and 2018 CEFR CV
• 1.3.2 Mediation-based practice in the action-oriented language classroom
• 1.3.2.1 Fundamentals of mediation-based tasks
• 1.3.2.2 Principles of mediation-oriented task design
• Chapter 2 EFL education in the Polish secondary school context
• 2.0 Outline
• 2.1 History of FLT in post-war Poland
• 2.1.1 FLT in Polish People’s Republic: Under the influence of the Soviets
• 2.1.2 FLT in post-communist Poland: Undergoing the 1989 transformations
• 2.2 ELT in Poland today: Towards European integration
• 2.2.1 The 1999 education reform: Building a modern school system
• 2.2.2 The 2009 education reform: Adopting a plurilingual approach
• 2.2.3 The 2014 education reform: Expanding the early start programme
• 2.2.4 The 2017 education reform: Increasing educational requirements
• 2.3 EFL assessment in Poland today: Towards high-stake examinations
• 2.3.1 Problems with EFL secondary school exit exams in the 1990s
• 2.3.2 Effects of education reforms on EFL exams
• 2.3.3 Effects of exams on EFL education
• 2.4 Assessing EFL secondary school learners’ communicative competence
• 2.4.1 The European perspective
• 2.4.1.1 General trends in FL national examinations
• 2.4.2.2 Examples of EFL examinations
• 2.4.2 The Polish perspective
• 2.4.2.1 Eighth-grader exam
• 2.4.2.2 Aptitude, achievement, and placement tests
• 2.4.2.3 New Matura
• 2.5 Challenges to developing EFL communicative competence in Poland
• 2.5.1 EFL instruction in the wake of education reforms
• 2.5.2 Effects of the COVID-19 outbreak on compulsory FLT
• Chapter 3 Voice assistants in ESL/EFL learning
• 3.0 Outline
• 3.1 Computer usage in language education: Development of CALL
• 3.1.1 Concepts and definitions
• 3.1.2 Methodological, pedagogical, and technological evolution of CALL
• 3.2 Greater mobility of computer technologies: Growth of mobile learning
• 3.2.1 From CALL to MALL
• 3.2.2 Proliferation of mobile devices: From dumbphones to smartphones
• 3.2.3 Implementation of smartphones in MALL: a learner’s and teacher’s perspective
• 3.3 Arrival of artificially intelligent technologies: Rise of Intelligent MALL
• 3.3.1 AI and human-machine communication: Towards Intelligent CALL
• 3.3.2 Emergence of IMALL
• 3.4 Introduction to task-oriented IMALL
• 3.4.1 Origins of chatbots and personal digital assistants
• 3.4.2 Fundamentals of VAs
• 3.5 Pedagogical use of VAs in ESL/EFL learning
• 3.5.1 Overview of research studies
• 3.5.2 Study limitations
• Chapter 4 VAs in action-oriented mediation practice in a Polish EFL secondary school context: Research methodology
• 4.0 Outline
• 4.1 Research problem
• 4.2 Research questions
• 4.3 Research design
• 4.4 Population and sample
• 4.5 Research procedure, data collection, and data analysis
• 4.5.1 Needs analysis
• 4.5.2 Target task selection
• 4.5.3 Treatment design
• 4.5.4 Pilot project and the main study
• 4.5.5 Programme evaluation
• 4.6 Ethical considerations
• Chapter 5 VAs in action-oriented mediation practice in a Polish EFL secondary school context: Study results and discussion
• 5.0 Outline
• 5.1 Data analysis and presentation
• 5.1.1 Main study findings
• 5.1.1.1 Pre- and post-tests
• 5.1.2 Programme evaluation findings
• 5.1.2.1 Post-study questionnaires
• 5.1.2.2 Post-study SSIs
• 5.2 Discussion of the research findings
• 5.2.1 CRQ1: How does the VA-based and action-oriented self-instruction affect intralinguistic text mediation of the Polish EFL learners?
• 5.2.2 CRQ2: How do the Polish EFL learners evaluate the VA?
• 5.3 Pedagogical implications
• 5.4 Limitations to the study and suggestions for future research
• 5.5 Conclusions
• References
• Appendices
• A. List of the selected bilingual schools in Poland
• B. Background questionnaire
• C. Needs questionnaire (Learner version)
• E. Sample tasks for the ExG and the CtrlG
• The ExG tasks
• The CtrlG tasks
• F. Screenshots of multimodal responses provided by Alexa
• G. Sample intralinguistic text mediation test
• Summary